“The Equality Act 2010 came into force on 1 October 2010. It brings together 116 separate pieces of legislation into one single Act so that it is easier to use. It sets out the personal characteristics that are protected by the law and the behaviour that is unlawful. Simplifying legislation and harmonising protection for all the characteristics covered will help Britain become a fairer society, improve public services, and help businesses perform well. (Equality human rights, 2018).

Equality act (2010) protects individuals against discrimination; this will include indirect discrimination because of non-accessible resources.

The guidance within this document will support a holistic approach to accessibility when engaging with learners.

This guidance may not apply to all areas of learner engagement, as the University of Wolverhampton does not own the platforms content is being shared on, these include:

• Microsoft teams
• External systems

While the University may not control external platforms (e.g., Microsoft Teams), it remains responsible for the accessibility of content delivered through institutional channels such as Canvas, email, and lectures.

The language used within educational documents plays a critical role in shaping how learners engage with, interpret, and retain information.

 Thoughtful language choices can significantly enhance accessibility, particularly for disabled students, neurodivergent learners, international students, and those using assistive technologies such as screen readers or British Sign Language (BSL) interpretation.

When developing content, consider the following principles to ensure clarity, inclusivity, and equitable access:

• Clarity: Use plain English wherever possible. Avoid unnecessarily complex or technical language.

When specialist terminology is required, provide:

• A breakdown of spelling and pronunciation
• A glossary or log of key terms and definitions
• Contextual examples to aid understanding

This supports learners with cognitive processing differences, language-based disabilities, and those unfamiliar with academic terminology.

• Literacy: Keep the text simple. Not all learners engaging with the content will have the same level of literacy.
  • Assume varied literacy levels among your audience.
  • Use short, direct sentences and avoid dense blocks of text.
  • Structure content with clear headings, bullet points, and visual cues to aid navigation.

This approach benefits students with dyslexia, learning disabilities, those where English is not their first language and those who may be returning to education after a long gap.

• BSL and Audio translation: Make the information as concise as possible to support with any required translations. Use short sentences and remove any words that are not needed. International learners may be particularly impacted with complex text, where English is not their first language, and translation may not be clear or accurate;
  • Write concisely to support accurate translation into BSL and audio formats.
  • Remove filler words and redundant phrases.
  • Be mindful that international learners, especially those for whom English is an additional language, may struggle with idiomatic expressions or culturally specific references.

Clear, direct language improves the effectiveness of translation tools and ensures that meaning is preserved across formats.

• Acronyms: Try to limit acronyms as much as possible and use full words. Provide a list of all acronyms that are used and the full words;
  • Minimise the use of acronyms unless they are widely recognised.
  • Always spell out acronyms on first use, followed by the abbreviation in parentheses. Example: British Sign Language (BSL)
  • Provide a list of all acronyms used within the document, along with their full definitions.

This supports comprehension for all learners, particularly those unfamiliar with academic terminology.

By prioritising inclusive language, educators and content creators can ensure that all students, regardless of background or ability, can engage confidently and meaningfully with academic materials.

Best Practice for Inclusive Content Creation

When developing content for learners, it is essential to embed accessibility from the outset. Accessible design ensures that all students, including those with disabilities, neurodivergent profiles, sensory impairments, and varied communication needs, can engage meaningfully with academic materials.

This section outlines key principles and practical steps to support inclusive content creation across digital and physical formats.

Offering Multiple Formats

Providing content in a variety of formats allows learners to choose the method that best suits their needs. Recommended formats include:

• HTML / Easy Read: Optimised for screen readers and simplified for cognitive accessibility
• Microsoft Office Documents: Use built-in accessibility tools (e.g., Word’s Accessibility Checker)
• Braille Versions: Available upon request for learners with visual impairments
• Voice Memos: Audio alternatives for written content
• Large Print: Minimum font size 14, with clear layout and contrast

Offering flexible formats supports Universal Design for Learning (UDL) principles and empowers students to access content in ways that align with their strengths.

While individual learners may require tailored adjustments, this can be supported by Accessibility, disability & inclusion, the following practices represent foundational standards for accessible content:

• ALT Text for Images: Provide alternative text descriptions for all images used in documents, presentations, and online platforms. ALT text ensures that learners with visual impairments or those using screen readers can understand the purpose and context of visual elements. It also supports learners who benefit from additional explanation of imagery.
• Example: Instead of “image of a graph,” use “Bar graph showing student satisfaction scores from 2020 to 2024.”
• Limit Image links: Limit the number of images with links attached, for example used for signposting, as these may cause challenges for screen reader and assistive technologies. Where possible, pair images with descriptive text links.
• Content Colour: Use pale background colours such as buff yellow, pastel blue, or off-white, paired with dark text (e.g., black or navy) to ensure high contrast and readability. This supports learners with visual impairments, colour blindness, and cognitive processing differences. Important for colourblind individuals: Avoid red/green combinations and ensure colour is never the sole means of conveying information.
• Font Size and style: Use clear, sans-serif fonts such as Calibri or Arial, with a minimum font size of 14pt.
• Headings should be bold and distinct
• Avoid italics, cursive fonts, or decorative styles that may reduce legibility

This benefits learners with dyslexia, visual impairments, and those using screen magnifiers.

• Content Order: Ensuring that content follows a logical reading sequence is essential for learners who use screen readers or other assistive technologies. A well-structured document allows users to navigate, comprehend, and interact with content efficiently. Poorly ordered content can disrupt the learning experience, particularly for students with visual impairments, neurodivergent profiles, or those relying on keyboard navigation. Ensure that the piece you have created is read in the correct order for learners using screen readers. You can look at the appendix for tools to support checking your content order.

Here are some good practises:

• Use Semantic Headings: Apply heading styles (e.g., Heading 1, Heading 2, Heading 3) to define the hierarchy and flow of your content. This enables screen readers to interpret structure and allows users to skip between sections easily.
• Incorporate Bullet Points and Lists: Use bulleted or numbered lists to break down complex information into digestible parts. Lists improve readability and help screen readers convey content in a clear, sequential manner.
• Maintain Paragraph Integrity: Avoid merging unrelated ideas into a single paragraph. Use spacing and breaks to separate concepts, making it easier for users to follow the narrative.
• Avoid Layout-Based Formatting: Do not use tables, columns, or text boxes for layout purposes. These can confuse screen readers and distort the reading order.
• Use Descriptive Titles and Labels: Clearly label sections, slides, and tabs to support navigation. Generic titles like “Slide 1” or “Page A” should be replaced with meaningful descriptors.

• Tables: Use tables only for presenting structured data, not for layout or formatting;
  • Include header rows
  • Avoid merging cells unnecessarily
  • Tag tables correctly for assistive technology compatibility
• Screen tags: You can use tag headings; this will allow any screen reader to understand the structure of your content.
• Videos: When embedding or linking to video content, ensure the following:
  • Subtitles: Accurate and synchronised
  • Transcripts: Full text version of spoken content
  • Audio Descriptions: Narration of visual elements where needed

This supports deaf learners, those with auditory processing challenges.

• Graphs: Ensure that colour isn’t used to scale. Ideally use the gray scale.
• Screen Tips: You can add screen tips; this opens a text window with additional information. Useful when asking for information.
• Titles: Give each page, slide or table (excel) a title so that it can be easily navigated too.

Optional Enhancement: Bionic Reading

Consider offering Bionic Reading versions of key documents. This technique bolds the initial letters of words to create visual anchors, helping readers, particularly those with ADHD, dyslexia, or cognitive fatigue, process text more efficiently. Example of Bionic reading here.

While the University of Wolverhampton is not responsible for the accessibility features of external platforms such as Microsoft Teams, staff can still adopt inclusive practices that enhance the learning experience for all participants.

These adjustments are especially important for disabled learners, neurodivergent individuals, and those with sensory or communication differences. The following recommendations can be embedded into any online teaching, meeting, or support session to promote equity and engagement:

• BSL spotlight: where an Interpreter is present to support, use the spotlight feature to ensure the interpreter is the focus for the learner using BSL. This allows BSL users to maintain uninterrupted access to interpretation and reduces cognitive strain caused by shifting visual focus. Tip: Confirm with the learner beforehand whether interpreter visibility is sufficient and consistent.
• Transcript: Providing a written transcript or meeting log supports neurodiverse learners, including those with ADHD, autism, or processing differences. Transcripts allow students to revisit key points, reflect on discussions, and clarify any missed information. Where possible, share transcripts promptly after the session and ensure they are accurate and easy to navigate.
• Camera: Respect individual preferences regarding camera visibility. Some learners may find video participation uncomfortable or inaccessible due to sensory sensitivities, privacy concerns, or anxiety. Allow students to self-advocate for their needs. However, there may be specific scenarios, such as pre-entry interviews or admissions meetings, where video may be required. In these cases, provide advance notice and offer alternative arrangements where feasible. Always explain the purpose of video use and offer flexibility where possible.
• Close Captions: Closed captions can significantly improve accessibility for deaf and hard-of-hearing learners, as well as those for whom English is an additional language. While captioning availability may vary depending on the platform, staff should enable captions wherever possible and verify their accuracy. If automatic captions are used, consider providing a corrected transcript to ensure clarity.

Further considerations:

• Platform Limitations: Acknowledge that some accessibility features may be restricted by the platform’s design. Where limitations exist, offer alternative formats or follow-up support.
• Inclusive Scheduling: Be mindful of fatigue and cognitive load, especially in long sessions. Build in breaks and allow asynchronous participation where appropriate.
• Feedback Channels: Encourage learners to share accessibility needs in advance.

Creating accessible content is a shared responsibility across the University. Staff are encouraged to use the following tools and platforms to ensure that materials are inclusive, compatible with assistive technologies, and aligned with best practice standards.

See outlined key resources available to University staff, along with practical guidance for testing and improving accessibility.

• Microsoft office apps: All Microsoft Office applications, including Word, PowerPoint, and Excel, feature a built-in Accessibility Checker that identifies potential barriers for disabled users.

How to Access:

• Navigate to Review > Check Accessibility
• A side panel will appear with actionable suggestions
• Shortcut: Press Alt + R, A, 1, A to open the checker directly

What It Checks:

• Missing ALT text
• Poor contrast
• Reading order issues
• Table structure
• Use of headings and styles

Why It Matters: This tool helps ensure that documents are readable by screen readers, navigable by keyboard, and visually accessible to users with low vision or colour blindness.

Further guidance is available in the reference section of this document.

• Apps Anywhere: The University provides access to AppsAnywhere, a platform where staff can test content using screen reader software.

Available Tools Include:

• NVDA (NonVisual Desktop Access)
• JAWS (Job Access With Speech)

Upload or open your document and simulate how it will be experienced by a learner using assistive technology. This is especially useful for testing reading order, heading structure, and image descriptions.

• Adobe Subtitles: Through the University’s Adobe Creative Cloud license, staff can access video editing tools to enhance multimedia accessibility.

Key Features:

• Add and edit subtitles
• Generate transcripts
• Include audio descriptions for visual content
• Export in accessible formats

Recommended Tools:

• Adobe Premiere Pro
• Adobe Express (for quick edits)

Why It Matters: Accessible video content supports deaf and hard-of-hearing learners and students with auditory processing challenges.

Testing for Accessibility

Before publishing or sharing content, test its reading order using built-in accessibility tools or screen reader previews:

• Microsoft Accessibility Checker (available in Word, PowerPoint, Excel)
• NVDA or JAWS screen reader software
• VoiceOver (for macOS and iOS)
• Read Aloud or immersive reader tools for previewing flow

These tools help identify issues such as skipped headings, incorrect reading sequences, or inaccessible formatting.

Using these tools consistently will help ensure that content is not only legally compliant, but also inclusive, empowering, and respectful of the diverse ways students engage with learning. Staff are encouraged to explore these resources and seek support from the University’s accessibility, disability & inclusion team where needed.